Introduction
The inevitable growth of technical advancements was predictable, but few were prepared for the rapid implementation of artificial intelligence. Just ten years ago, no technology could reliably produce images at a human level, but AI systems have developed very rapidly over the last decade. Only two months after its launch, ChatGPT had 100 million monthly active users. In the span of four years, according to the Federal Reserve Bank of St. Louis, almost 40% of the population ages 18–64 used generative AI and one in three respondents said they use it daily. As AI becomes more integrated into daily lives, the risk also increases. A Gallup article by Ellyn Maese reveals that nearly all Americans use AI-enabled products, but about two-thirds — 64% — do not realize it, showing the need for AI literacy. To address the lack of AI literacy while still making sure it is used responsibly, the Texas State Board of Education should add basic AI literacy to the TEKS curriculum rather than only relying on state laws that regulate dangerous AI misuse.
The Problem
The general population lacks a full understanding of AI, how it works, and how to use it responsibly. This can lead to fear and denial, even though AI is so integrated in their daily lives. This lack of understanding and misuse can be seen most commonly in education. Casey Cuny, a 2024 recipient of California's Teacher of the Year award, stated in an Associated Press article that in schools, fear of AI is often associated with cheating. Unclear rules leave students and teachers more confused, which shows that schools need AI literacy rather than punishment or bans. This leads to more risk because people either misuse AI instead of learning how to use it carefully and responsibly.
The University of Virginia warns that without responsible AI education, students may use AI to solve their homework problems before trying to solve them on their own, turning AI into a shortcut instead of a learning tool. These poor AI habits can carry into the workplace, leading to critical errors and AI-generated work without review. In a JSTOR article, Aaron Lynn explains that AI is becoming part of a common tool where the line between AI and non-AI features is less clear — the need to strengthen students' AI literacy increases as it gets more incorporated in academic and professional settings. The University of Southern California found that most students use ChatGPT for quick answers rather than learning concepts unless professors lead them toward deeper use. A National Library of Medicine study found that over-reliance on AI can reduce students' mental work and weaken their problem-solving ability. As Lorenz Lammens, a programmer on the AI side at Frontier Developments, put it: "one big bottleneck right now is that people incorrectly use AI, producing subpar results." A lack of AI literacy does not make students safer — it makes them more likely to misuse AI and fall behind in key skills.
Policy Landscape
In January 2026, House Bill 149 — the Texas Responsible Artificial Intelligence Governance Act — became law, addressing artificial intelligence and providing civil penalties for certain harmful uses of AI. This bill was created in response to how fast AI was evolving and integrating into society, and is aimed at protecting public safety, individual rights, and privacy while encouraging safe AI advancements in Texas. Mayer Brown notes that the Texas AI Act applies to both the public and private sectors, lists prohibited AI practices, and carries stiff penalties. Norton Rose Fulbright adds that TRAIGA is enforced by the Texas Attorney General and can result in civil penalties from $10,000 to $200,000 per violation.
However, the weakness of this bill is that it fails to solve the root problem — the lack of AI literacy that leads to misuse and irresponsibility. Fulbright noted that the law only creates penalties and a regulatory sandbox and does not create a cause of action. This creates a gap: HB 149 regulates dangerous AI after misuse happens, rather than teaching students how to use AI responsibly before misuse occurs.
The policy issue creates several values in tension. Texas wants to protect people from harmful AI, misinformation, privacy risks, and discrimination, while also encouraging safe advancement of AI technology. This shows the tension between innovation and safety — Texas wants to protect its people but does not want to stop or discourage AI development or business growth. Education creates another tension: whether it is more important to keep students away from AI or to teach them how the technology works. As technology progresses, it becomes increasingly necessary for people to know how to use it. Students without AI literacy may fall behind students who already know how to use AI well. UNESCO states that AI literacy can give people the skills to use generative AI responsibly and effectively, including for school, work, and small business.
Another problem is the burden placed on educators. Teachers may support AI literacy but fear another unfunded mandate. UNESCO states that teachers need knowledge and skills in AI ethics, foundations, and professional learning. Educators need to be prepared before they can teach students effectively. The main institutional barrier is that AI changes faster than schools and governments can respond — TEKS revision takes time, with long review and revision timelines for the Texas State Board of Education. There is also the question of funding, resources, and implementation. Teacher training is required so educators can understand AI basics, ethical use, bias, and responsible classroom use. Beyond that, the policy would need funding for materials, technological access, and training. And implementation may vary across local school districts. Continuing to ignore AI literacy will only make misuse worse.
Conclusion
As technology advances, artificial intelligence is becoming part of education, work, and daily life — but many people, students especially, still lack the AI literacy needed to understand and use it responsibly. This policy area is difficult because Texas must protect people from harmful AI uses without discouraging innovation or placing unrealistic demands on educators and schools. Although House Bill 149 regulates harmful AI systems, it does not fully address the education gap that causes students to fear, misuse, or misunderstand AI. A practical compromise would be for the Texas State Board of Education to add basic AI literacy to TEKS, with TEA support in using existing funding to account for teacher training and classroom resources. AI literacy through TEKS is the strongest solution because it prepares students before misuse happens, gives clear rules and guidance for teachers, and helps Texas prepare students for the future of technological advancements.
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References
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[iv] Ellyn Maese, "Americans Use AI in Everyday Products Without Realizing It," *Gallup*, January 15, 2025.
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[xi] Texas House Bill 149, 89th Leg., R.S. (2025), LegiScan.
[xii] Texas Senate Research Center, "Bill Analysis: C.S.H.B. 149," 89th Leg., R.S., May 20, 2025.
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[xiv–xv] Marc B. Collier et al., "The Texas Responsible AI Governance Act: What Your Company Needs to Know Before January 1," *Norton Rose Fulbright*, December 2025.
[xvi] Texas House of Representatives, "Committee Report (Substituted) Version Bill Analysis: C.S.H.B. 149," 89th Leg., R.S.
[xvii] Texas Education Agency, "Curriculum Standards," accessed June 17, 2026.
[xviii] Susan Gonzales, "AI Literacy and the New Digital Divide — A Global Call for Action," UNESCO Global AI Ethics and Governance Observatory, August 6, 2024.
[xix] Fengchun Miao and Mutlu Cukurova, "AI Competency Framework for Teachers," UNESCO, August 8, 2024.
[xx] Texas Education Agency, "TEKS Review and Revision," accessed June 17, 2026.